OFFICE OF CHIEF RESEARCH AND DEVELOPMENT OFFICER Summary of State Board of Education Agenda Items

March 17, 2016

OFFICE OF DISTRICT ACCREDITATION

02. Action: Approval to begin the Administrative Procedures Act process: To revise Appendix A of the Mississippi Public School Accountability Standards to allow Career Technical Education (CTE) students to substitute Digital Media in lieu of the Art requirement [Goal 2 - MBE Strategic Plan]

Background Information: On January 4, 2016, the Commission on School Accreditation met in a special-called meeting and approved the rev1s1on of Appendix A of the Mississippi Public School Accountability Standards, 2015.

This revision will allow Career and Technical Education (CTE) students to substitute Digital Media in lieu of the Art requirement for graduation.

This item references Goal 2 of the Mississippi Board of Education 2016-2020 Strategic Plan.

Recommendation: Approval

Back-up material attached

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ATTACHMENT A

National Standards for Arts Education~Digital Media Technology Crosswalk Competencies are numbered on the left; crosswalk compares curricula at the competency and objective levels.

National Standards for Arts Education Secondary Digital Media Technology

Standards Description: National Standards for Arts Education The standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (MENC). From National Standards for Arts Education. Copyright © 1994 by Music Educators National Conference (MENC). Used by permission. The complete National Arts Standards and additional materials relating to the Standards are available from MENC: The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191; www.menc.org .

1. Understanding and applying media, techniques, and processes.

Proficient: • Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks • Students conceive and create works of visual art that demonstrate an understanding of how the communication oftheir ideas relates to the media, techniques, and processes they use

2. Using knowledge of structures and functions .

(Career and Technical)

Pathway Description: This program is designed for students who wish to develop, design, and implement projects in the fast growing field of digital media. The program emphasizes the techniques and tools used in digital media and the creative design or content of such media. Both theoretical learning and activity-based learning are provided for students who wish to develop and enhance their competencies and skills. The course focuses on the basic areas of computer graphics, multimedia, and animation. Exposure to state-of­the-art equipment is given through advice by experts from industry. The comprehensive project component provides practical experience toward developing a portfolio of work. (4 Carnegie Units)

1.2* Explore personality development, leadership, and teamwork in relation to the classroom environment, interpersonal skills, and others. 1.2.a.** Identify potential influences that shape

the personality development including personality traits, heredity, and environment.

2.1 Research copyright rules, regulations, and issues related to graphics and images produced by others and original work, and adhere to those rules and regulations when developing work. 2.1.d. Prepare images and video for Web and

print that meet copyright guidelines. 2.3. Define and abide by the journalistic code of

ethics. 2.3.j. Describe the principle of harm limitation.

3.4 Use photo editing software to create and edit a product for a customer. 3.4.c. Apply the following tools of photo editing

software: Histogram, Levels, Curves, Brightness, Auto color correction, Clone stamp, Lasso, Magic wand, Crop, Image, Canvas size, Transform

4.1 Apply color theory and design principles. 4.1.a. Discuss the types of design principles,

*Communicates unit number and competency, i.e. "1.2" refers to Unit 1, Competency 2 of the Engineering curriculum. **Communicates unit number, competency, and objective, i.e. "1.2.a" refers to Unit 1, Competency 2, Objective a of the Engineering curriculum.

Chief Academic Officer/Office of Secondary Education 2

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ATTACHMENT A

National Standards for Arts Education7Digital Media Technology Crosswalk Competencies are numbered on the left; crosswalk com pares curricula at the competency and objective levels .

Proficient : and have students define design principle • Students demonstrate the ability to form terms . and defend judgments about the characteristics 4.1.b. Understand the importance of color and structures to accomplish commercial, management, and explain why color personal, communal, or other purposes of art variations occur between devices.

• Students evaluate the effectiveness of 5.1 Demonstrate knowledge of Web site artworks in terms of organizational structures accessibility standards that address the needs and functions of people with visual and motor impairments.

• Students create artworks that use 5.1.b. Demonstrate the ability to use visual organizational principles and functions to solve clues about navigation, structure, and specific visual arts problems organization.

Choosing and evaluating a range of subject 4.3 Apply design principles and techniques in the matter, symbols, and ideas. creation of an advertisement.

4.3.a. Understand design principles and Proficient: techniques for use in planning, designing,

• Students reflect on how artworks differ and producing an advertisement . visually, spatially, temporally, and functionally, 6.5 Utilize client feedback to improve a design and describe how these are related to history concept. and culture 6.5.b. Use active listening skills during the client

• Students apply subjects, symbols, and ideas review . in their artworks and use the skills gained to solve problems in daily life

Understanding the visual arts in relation to 3.3 Complete a photography project that meets the history and cultures. needs of an audience.

3.3.d. Identify and produce portrait Proficient: photographs, art photographs (objects in • Students differentiate among a variety of the classroom), and landscape photographs. historical and cultural contexts in terms of 4.5 Create a newsletter layout with advanced characteristics and purposes of works of art editing. • Students describe the function and explore 4.5.a. Identify standard newsletter publishing the meaning of specific art objects within varied practices, and cite sources. cultures, times, and places 8.2 Compose a digital narrative and script in order

• Students analyze relationships of works of to effectively communicate through art to one another in terms of history, multimedia. aesthetics, and culture, justifying conclusions 8.2.a. Plan and design a narrative to effectively made in the analysis and using such conclusions communicate a message. to inform their own art making

Reflecting upon and assessing the 4.5 Create a newsletter layout with advanced characteristics and merits of their work and the editing. work of others. 4.5.a. Identify standard newsletter publishing

practices, and cite sources. Proficient: 4.6 Research careers, and develop a professional

• Students identify intentions of those portfolio .

*Communicates unit number and competency, i.e. "1.2" refers to Unit 1, Competency 2 of the Engineering curriculum . ** Communicates unit number, competency, and objective, i.e. "1.2.a" refers to Unit 1, Competency 2, Objective a of the Engineering curriculum.

Chief Academic Officer/Office of Secondary Education 3

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AITACHMENTA

National Standards for Arts Education~Digital Media Technology Crosswalk Competencies are numbered on the left; crosswalk compares curricula at the competency and objective levels.

creating artworks, explore the implications of 4.6.b. Identify the purpose of a portfolio as it various purposes, and justify their analyses of relates to career planning. purposes in particular works 5.8 Identify techniques and methods for basic

• Students describe meanings of artworks by usability tests and collecting site feedback . analyzing how specific works are created and 5.8.b. Demonstrate methods for collecting site how they relate to historical and cultural visitor feedback and site evaluation contexts information.

• Students reflect analytically on various 5.8.c. Identify characteristics of what a usability interpretations as a means for understanding observation looks for . and evaluating works of visual art 8.2 Compose a digital narrative and script in order

to effectively communicate through multimedia . 8.2.c. Peer critique narrative scripts,

considering audience and time frame.

Making connections between visual arts and 2.3 Define and abide by the journalistic code of other disciplines. ethics.

2.3.c. Compare and contrast news and Proficient: opinions, and determine the benefits and

• Students compare the materials, dangers of reporting non-biased information. technologies, media, and processes of the 3.3 Complete a photography project that meets the visual arts with those of other arts disciplines as needs of an audience. they are used in creation and types of analysis 3.3.a. Explore image composition and elements

• Students compare characteristics of visual of visual design through photography . arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

*Communicates unit number and competency, i.e. "1.2" refers to Unit 1, Competency 2 of the Engineering curriculum. ** Communicates unit number, competency, and objective, i.e. "1.2 .a" refers to Unit 1, Competency 2, Objective a of the Engineering curriculum.

Chief Academic Officer/Office of Secondary Education 4